| Action | 2007-2008 revisions |
| Stage | Proposed |
| Comment Period | Ended on 11/5/2008 |
 |
The Juvenile Law and Policy Clinic at the
A high school degree is vital to a youth’s ability to pursue higher education or secure a job that will ensure self-sufficiency. High school graduation rates are particularly important to those of us working with delinquent youth because many of our clients fall through the cracks in their school when they become involved in the justice system. One study estimates that75% of all prisoners are high school dropouts.[1] This is particularly concerning because between 38% and 42% of youth admitted to the juvenile justice system in We congratulate the Board of Education for the On Time Graduation Rates published in October, 2008.[1] While the overall graduation rate of 81% is commendable, the data reflected that graduation rates vary greatly by race. There is a nearly 13 percentage point gap between white and black students and a 15.3 percentage point gap between white and latino students. White students are twice as likely as black students to earn an Advanced Diploma in 4 years. Students labeled as “disadvantaged” are graduating at a rate of only 69.8%. In 15 school divisions, less than 70% of the Class of 2008 made it graduation day in 4 years. All students should have an equal opportunity to be workforce and college ready. By raising the target to 90 points, you will ensure that students from all racial and socioeconomic groups have a chance to reach their highest potential. Additionally, the proposed plan places too much weight on alternative credentials, including General Education Development (GEDs) and Certificates of Completion. Under the proposed standards, a GED is worth 75 points and the target is set at 80 points. Thus, a school could become fully accredited by awarding 80 GEDs and only 20 diplomas. A Certificate of Completion is worth 60 points, but there is no statewide standard for when a school may award this credential.[1] Setting the target so close to the value of the GED may have the unintended consequence of tracking students, who could earn a Standard diploma with the right supports and services, into a GED program. A GED should be available as a last resort because it offers a significant decrease in earning potential. GED holders are not eligible for army recruiting bonuses that can reach up to $40,000.[1] GED earners earn 18% less than high school graduates.[2] They are also less likely than graduates complete higher education. Only 10% of GED holders graduate from a two or four year college.[3] Although GEDs are intended for adult dropouts, over one-third (37%) of all GED candidates in There are times when it is realistic to encourage a likely dropout to pursue a GED and students who work hard to earn one deserve our respect. Given what is at stake for our students, however, we must ensure that GEDs are used as a last resort and that schools are encouraged to track students towards diplomas. Thus, the target should be increased to 90 or the value of these alternative credentials should be reduced. In summary, please raise the target to 90 points so schools can be held to a high graduation standard for students of all races and socioeconomic backgrounds. Please also award more credit for Advanced and Standard diplomas than GEDs to reflect the increased economic and educational opportunities that these diplomas afford. Educational success translates to greater life chances for youth, reduces their rate of re-entry into the juvenile justice system, and promotes a safer and more economically vibrant